When we plan our units, we will need to sequence activities that represent a variety of cognitive levels. In chapter 3, Gallagher presents a planning model featuring three different levels or types of activities, and suggests instructional strategies that correspond to these levels. The State of Rhode Island has adopted another framework, called Webb's "Depths of Knowledge," that expresses the different levels of understanding that should be included in instruction. You can find an explanation of the Depths of Knowledge link to URITK's Learning Taxonomies page. This group's task is to reconcile these two frameworks by reproducing Gallagher's table and adding the Dimensions of Knowledge at the appropriate levels. Be prepared to present and defend your work.
Gallagher and Webb Together!
Gallagher-Building students' information base Webb-Recall and Reproduction(1)
"surface knowledge"
Gallagher- Developing Understanding Webb-Skills and Concepts(2)
"deep knowledge"
Gallagher- Applying Knowledge Webb-Strategic Thinking(3) and Extensive Thinking(4)
"deeper knowledge" and "deepest of the deep"
G: Familiar Teacher-centered Methods
-Learning facts, concepts and skills W:Testing recall of facts, defintions, simple (one step) concepts
-performs simple tasks based on clearly defined steps
*using "cookbook" labs
*following steps like a recipe
-provide representations in words or diagrams
-watching a video
G: New Methods of Active Learning
-Making sense and interrelating concepts W:Specify and explain relationships between different variables, facts, etc..
-using more than one step
-participating in group discussions -using words such as "describe" or "interpret"
-using recall to connect new ideas
-formulating explanations (both Gallagher and Webb) and making comparisons based on data
G: Even Newer Methods Beyond the Classroom
-Applying concepts to real problems W:Use reasoning, planning, and evidence to form conclusions (3) W:Conduct an investigation (4)
-more demanding reasoning
-abstract concepts
-finding applications that aid subsequent learning -justifying your responses to the data
-high cognitive demand
-connect many ideas within the content area
-develop generalizations to apply to new problems
-extensive thinking may take a longer period of time
Gallagher and Webb Together!
Webb-Recall and Reproduction(1)
"surface knowledge"
Webb-Skills and Concepts(2)
"deep knowledge"
Webb-Strategic Thinking(3) and Extensive Thinking(4)
"deeper knowledge" and "deepest of the deep"
-Learning facts, concepts and skills
W: Testing recall of facts, defintions, simple (one step) concepts
-performs simple tasks based on clearly defined steps
*using "cookbook" labs
*following steps like a recipe
-provide representations in words or diagrams
-watching a video
-Making sense and interrelating concepts
W: Specify and explain relationships between different variables, facts, etc..
-using more than one step
-participating in group discussions
-using words such as "describe" or "interpret"
-using recall to connect new ideas
-formulating explanations (both Gallagher and Webb) and making comparisons based on data
-Applying concepts to real problems
W: Use reasoning, planning, and evidence to form conclusions (3)
W: Conduct an investigation (4)
-more demanding reasoning
-abstract concepts
-finding applications that aid subsequent learning
-justifying your responses to the data
-high cognitive demand
-connect many ideas within the content area
-develop generalizations to apply to new problems
-extensive thinking may take a longer period of time
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